k-5 program

2013-14 School Accountability Report Card — Published during the 2014-15 school yearIn accordance with state and federal requirements, the School Accountability Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested parties to stay informed of the school’s progress, test scores and achievements.

Westlake Charter School

Principal’s MessageWestlake Charter School is a public, tuition-free school located in Sacramento, California. Founded in 2005, the school has become the highest-performing school in terms of the Academic Performance Index (API) in Natomas. Our school takes a “whole child” approach to learning, and realizes API scores alone do not demonstrate a successful program or develop successful students.

What makes Westlake Charter School unique:

• Our curriculum focuses on diversity and appreciation of different cultures

• We promote academic excellence and foreign-language acquisition

• All of our students receive instruction in art, physical education, and Spanish by credentialed teachers in these areas of expertise

• We have small class sizes

• Students feel safe, secure, and appreciated, which empowers them to gain a love of learning

• Our lessons are hands-on and designed to meet the diverse learning styles of all students

• Our teachers have a commitment to improving their own expertise

• We integrate technology across all grade levels and use technology as a tool for learning

• After-school intervention is available for students needing extra support

• Our families are involved and serve as partners in their child’s education

Parental InvolvementThe Westlake Association of Volunteer Explorers (WAVE) consists of parents of the children attending Westlake Charter School. It partners with the school in educating the students about respect, excel-lence, responsibility, curiosity, confidence, diversity, community, and joyful learning.

The WAVE simply offers a structure to connect parents to the volunteer needs of the school. Within this structure there are leadership opportunities which help define and orchestrate parent participation by organizing parents into teams for fundraising, hospitality-community building, communications, and parent participation.

WAVE distributes information throughout the school year about current parent-participation opportuni-ties and initiates monthly meetings for parents to share ideas. The WAVE strives to find a place for every parent to participate so not only do our children and the school benefit, but parents also enjoy their experience and are proud of their contributions to the amazing culture of Westlake Charter School.

For more information on how to become involved at the school, please contact WAVE President Nancy Kong-Vasquez at (916) 567-5670 or [email protected].

Westlake Charter School’s Core Values

CDS Code: 34-75283-0108860

John Eick, Executive Director Email: [email protected]

Emily Battin, Principal

Email: [email protected]

www.westlakecharter.com

3800 Del Paso Road Sacramento, CA 95834•Phone:(916)567-5760•Grades:K-5

Mission StatementTo prepare elementary students with

the skills necessary for lifelong learning by providing a physically and

emotionally safe learning environment that supports academic risk-taking,

invites student participation, and structures cooperative learning

experiences. Upon leaving the school at the end of fifth grade, students will be

equipped with the following:

• The subject knowledge, skills, and understanding they need to become

aware of the world around them

• The personal skills they need to take an active part in the world

throughout their lives

• An international mind-set alongside their awareness of their own

nationality and culture

• Respect

• Excellence

• Responsibility

• Reflective

• Globalperspective

• Stewardship

• Inquisitive

• Joyful learning

• Gratitude

School FacilitiesWestlake Charter School currently shares a campus with another Natomas Unified School District school while plans are developed and implemented for our new campus. We are looking forward to breaking ground in the near future. The campus we currently share allows for ample space for our pro-gram and also for field lessons at the neighboring community park.

The original school campus dates from the 1950s and is the oldest building the Natomas Unified School District. Through a work-order process, the facility continues to receive ongoing repairs. Modernization has taken place over the past several years, and during the summer of 2013, nine additional portables were added to the campus to account for current and projected enrollment growth.

This school campus has had multiple building and grounds visits. Our facilities use agreement with the Natomas Unified School District outlines further growth plans for our campus, including the expansion of the staff parking lot, and the conversion of green space into blacktop, both of which are scheduled to occur in the 2014-15 school year.

Student safety is a priority at Westlake. Our campus is secured with fencing that is open for morning drop-off and again for student pick-up. Teachers lead their students who are picked up each day to the pick-up zone and wait with them until their parents arrive. Students who are not picked up by the end of dismissal are checked into our parent-funded after-school care program Before and After School Explor-ers (BASE), where they work on homework and participate in indoor and outdoor enrichment activities (weather permitting). Our BASE program is open until 6 p.m. each night, and all students are welcome to attend. Parents must check out their student in order for the student to leave the BASE program.

22Westlake Charter School

2013-14 School Accountability Report Card

Three-Year Data ComparisonAverage Class Size

11-12 12-13 13-14

Class Size DistributionThe bar graph displays the three-year data for average class size, and the table displays the three-year data for the number of classrooms by size.

2013-14 School YearDemographics

Enrollment by Student GroupThe total enrollment at the school was 585 students for the 2013-14 school year. The pie chart displays the percentage of students enrolled in each group.

Socioeconomically disadvantaged 17.90%English learners 15.90%

Students with disabilities 7.70%

2013-14 Enrollment by Grade

Enrollment by Grade LevelThe bar graph displays the total number of students enrolled in each grade for the 2013-14 school year.

Suspension and Expulsion Rates


11-12 12-13 13-14

Suspension rates 0.0% 0.0% 0.0%

Expulsion rates 0.0% 0.0% 0.0%

Natomas USD

11-12 12-13 13-14



California

11-12 12-13 13-14



Suspensions and ExpulsionsThis table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. Note: Students are only counted one time, re-gardless of the number of suspensions.

Three-Year Data ComparisonNumber of Classrooms by Size

2011-12 2012-13 2013-14

Grade Number of Students

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K 6 5 1 4

1 3 5 5

2 3 3 5

3 3 3 3

4 4 3 3

5 2 4 3

Hispanic or Latino23.9%

American Indian or Alaska Native

0.7%

Asian19.0%

Native Hawaiian or Pacific Islander

0.5%Filipino4.3%

Black or African-American

9.9%

White29.7%

Two or More Races9.6%

No Response 2.4%

K 1 2 3 4 5

20 20 21 21

29 28

22 23 23 23

29 29

22 23 23 22

29 29

K

1

2

3

4

5

109

115

116

69

88

88



v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

Three-Year Data ComparisonStudents Scoring at Proficient or Advanced Levels

Westlake Charter School Natomas USD California

Subject 10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13

English language arts 80% 81% 80% 54% 56% 57% 54% 56% 55%

Mathematics 87% 85% 81% 45% 46% 45% 49% 50% 50%

Standardized Testing and Reporting Results for All Students The table below shows the percentage of students who scored at Proficient or Advanced levels (meeting or exceeding state standards) in English language arts and mathematics. Because of the new CAASPP field-testing in the spring of 2014, there are no scores to be reported. The last available scores under the STAR Program are shown.

Spring 2014 ResultsStudents Scoring at Proficient or Advanced Levels

Group Science

All students in the district 57%

All students at the school 93%

Male 100%

Female 81%

Black or African-American 81%

American Indian or Alaska Native v

Asian 94%

Filipino v

Hispanic or Latino 94%

Native Hawaiian or Pacific Islander v

White 100%

Two or more races v

Socioeconomically disadvantaged v

English learners 83%

Students with disabilities v

Students receiving Migrant Education services v

California Assessment of Student Performance and Progress Results by Student Group: Science (grades 5, 8 and 10)

California Assessment of Student Performance and Progress/Standardized Testing and Reporting Results Beginning in the 2013-14 school year, the Standardized Testing and Report-ing (STAR) Program was eliminated and replaced by a new set of assess-ments called the California Assessment of Student Performance and Progress (CAASPP).

Because of the state’s adoption of the Common Core State Standards and implementation of a new student-testing system, limited data is available to report in the SARC.

For the 2013-14 school year, the CAASPP included the Smarter Balanced Assess-ments, alternate, science, and other optional assessments.

In the spring of 2014, California began field-testing the Smarter Balanced Assessments in English language arts and mathematics. These tests were not officially scored, so there is no data to report.

The science assessments of CAASPP included the California Standards Test (CST), California Modified Assessment (CMA) and California Alternate Perfor-mance Assessment (CAPA), similar to the STAR Program. Therefore it is acceptable to make comparisons to previous year results.

The CST is a multiple-choice test in sci-ence for varying grade levels. The CMA is a modified assessment for students with disabilities who have an Individual-ized Education Plan (IEP). The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommoda-tions or modifications, or the CMA with accommodations.

For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.

Three-Year Data ComparisonStudents Scoring at Proficient or Advanced Levels

Westlake Charter School Natomas USD California

Subject 11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14

Science 80% 84% 93% 55% 57% 57% 60% 59% 60%

California Assessment of Student Performance and Progress Results: Science (grades 5, 8 and 10)The tables show the percentage of students in grades 5, 8 and 10 who scored at Proficient or Advanced levels (meeting or exceeding state standards) in science.

Academic Performance IndexThe Academic Performance Index (API) is a numeric rating system that reflects a school and district’s performance level based on the results of annual statewide student assess-ments. It is used to measure the academic performance and progress of the schools within California. Individual outcomes are converted to points on the API scale and then averaged across all students and all tests, resulting in a single number, or API score, measured on a scale from 200 to 1,000. This score reflects the school, district or a student group’s per-formance level based on the results of statewide testing. The state has set an API score of 800 as the statewide target.

With a complete change of the K-12 education system, the State Board of Education tem-porarily suspended API. No API scores or ranks will be calculated for the next two years, as California continues the transition to the new Common Core State Standards and California Assessment of Student Performance and Progress.

To learn more about API, please visit www.cde.ca.gov/ta/ac/ap for the API information guide and www.cde.ca.gov/ta/ac/ar/aprfaq.asp for information on the changes to API.



API Ranks

Three-Year Data Comparison

2011 2012 2013

Statewide API Rank 9 10 9

Similar Schools API Rank 7 6 8

nData are reported only for numerically significant groups.

v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

2013 Growth API and Three-Year Data ComparisonAPI Growth by Student Group

Group2013 Growth API Westlake Charter School –

Actual API Change

Westlake Charter School Natomas USD California 10-11 11-12 12-13

All students 913 792 790 2 16 -14

Black or African-American 852 716 707 n n n

American Indian or Alaska Native v 728 742 n n n

Asian 964 850 906 n n 4

Filipino 930 858 867 n n n

Hispanic or Latino 854 753 743 n n -57

Native Hawaiian or Pacific Islander v 778 773 n n n

White 949 859 852 8 -5 5

Two or more races 831 810 845 n n n

Socioeconomically disadvantaged 849 744 742 n n n

English learners 908 761 717 n n -14

Students with disabilities 718 583 616 n n n

API Growth by Student GroupAssessment data is reported only for numerically significant groups. To be considered numerically significant for the API, the group must have either: at least 50 students with valid STAR scores who make up at least 15 percent of the total valid STAR scores, or at least 100 students with valid STAR scores.Thistabledisplays,bystudentgroup,first,the2013GrowthAPIattheschool,districtandstatelevelfollowedbytheactualAPIchangeinpoints added or lost for the past three years at the school.

API RanksSchools are ranked in 10 categories of equal size, called deciles, from 1 (lowest) to 10 (highest) based on their API Base reports. A school’s “statewide API rank” com-pares its API to the APIs of all other schools statewide of the same type (elementary, middle or high school). A “similar schools API rank” reflects how a school com-pares to 100 statistically matched similar schools. This table shows the school’s three-year data for statewide API rank and similar schools’ API rank.



2013-14 School YearAdequate Yearly Progress Criteria

Westlake Charter School Natomas USD

Met overall AYP

Met participation rate

English language arts

Mathematics

Met percent proficient


Mathematics

Met graduation rate ÷ ÷

Adequate Yearly ProgressThe federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. Because California is changing the assessments and the accountability system it uses to evaluate school performance, the U.S. Department of Education has approved a waiver to allow California not to make Adequate Yearly Progress determinations for elemen-tary and middle schools. They will receive the same AYP determinations as in 2013.

High schools will not be affected by this waiver and will continue to receive AYP determinations because they are based on California High School Exit Exam (CAHSEE) results and graduation rates.

For more information on Adequate Yearly Progress, please visit www.cde.ca.gov/ta/ac/ay.

2014-15 School YearFederal Intervention Program

Westlake Charter School Natomas USD

Program Improvement status ² In PI

First year of Program Improvement ² 2010-2011

Year in Program Improvement* ² Year 3

Number of schools identified for Program Improvement 4

Percent of schools identified for Program Improvement 100.00%

Federal Intervention ProgramSchools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English language arts or mathematics) or on the same indicator (API or gradua-tion rate) enter into Program Improvement (PI). Each additional year that the district or school(s) do not meet AYP results in advancement to the next level of intervention. The percent of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district.

Due to the waiver that allows California to use the same AYP determinations as 2013, no new schools will enter or exit Program Improvement, and current PI schools will not advance a year in their PI status. This table displays the 2014-15 PI status for the school and district. For detailed information about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

Percentage of Students Meeting Fitness Standards

2013-14 School Year

Grade 5

Four of six standards 20.70%

Five of six standards 25.30%

Six of six standards 21.80%² Not applicable.

For 2014, only high schools and high school local educational agencies (LEAs) that enrolled students in grades nine, ten, eleven, and/or twelve on Fall Census Day in October 2013 will receive an AYP Report. Because students in grades three through eight participated in the Smarter Balanced Field Test during the 2013–14 academic year, the U.S. Department of Education approved a determination waiver for California which exempts elementary schools, middle schools, elementary school districts, and unified school districts from receiving a 2014 AYP Report.

÷ Not applicable. The graduation rate for AYP criteria applies to high schools.

DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process.*

Public Internet AccessInternet access is available at public libraries and other locations that are pub-licly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-serve basis. Other use restrictions include the hours of oper-ation, the length of time that a workstation may be used (depending on availability), the types of software programs available at a workstation, and the ability to print documents.

California Physical Fitness TestEach spring, all students in grades 5, 7, and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram® is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas: aerobic capacity, abdominal strength and endurance, upper-body strength and en-durance, body composition, trunk-exten-sor strength and flexibility, and flexibility.

Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram®. The table shows the percentage of students meeting the fit-ness standards of being in the “healthy fitness zone” for the most recent testing period. For more detailed information on the California PFT, please visit www.cde.ca.gov/ta/tg/pf.



Currency of Textbooks

2014-15 School Year

Data collection date June 2014

Percentage of Students Lacking Materials by Subject

2014-15 School Year

Reading/language arts 0%

Mathematics 0%

Science 0%

History/social science 0%

Visual and performing arts 0%

Foreign language 0%

Health 0%

Textbooks and Instructional MaterialsReviewing and adopting textbooks is an ongoing process. Textbooks and supporting curricula are re-viewed every summer by teachers and staff. Our curriculum and assessment coordinator works with our staff to pilot and recommend curriculum materials for adoption. Selections are presented at WCS Board meetings. Westlake Charter School also uses a variety of supplemental resources, technology resources, and applications to strengthen the curriculum.

The Strategic Design process is used to build curricular units for curricular integration. Teachers use the Common Core State Standards to backward-map assessments and lessons. Teachers use articulation time to develop and enhance curricular units.

The school’s leadership team meets monthly to discuss and review needs related to curriculum. They identify professional-development needs, devise committees to investigate challenges or identify en-hancements, and they make recommendations to administration after conferring with their grade-level team members.

Availability of Textbooks and Instructional MaterialsThe following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.

Currency of Textbook DataThis table displays the date when the text-book and instructional materials informa-tion was collected and verified.

Quality of Textbooks

2014-15 School Year

Criteria Yes/No

Are the textbooks adopted from the most recent state-approved or local governing board approved list?

Yes

Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education?

Yes

Does every student, including English Learners, have access to their own textbooks and instructional materials to use in class and to take home?

Yes

Quality of TextbooksThe following table outlines the criteria required for choosing textbooks and instructional materials.

2014-15 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted


Houghton Mifflin Excursions Program (grades K-3): This language-arts program balances the need for structured phonemic awareness, phonics, grammar, writing, and reading instruction with differentiation and small group instruction. This program provides a multitude of resources to meet the diverse students in a class.

June 2011


GuidedReading/LiteracyCircles(gradesK-5):Provideseverystudentwith reading instruction at his or her own level during small group GuidedReadinginstruction.Studentswillalsoexperienceliteratureresponse, shared reading, partner reading, and teacher read-alouds.

n/a


Making Meaning (grades 4-5): A resource that provides direct instruction in comprehension and reading skills along with character education. Uses high-quality children’s literature to demonstrate and reinforce concepts.

n/a


Grammar,spelling,andconventions(grades4-5):Explicitinstructionin grammar, usage, and mechanics through miniature lessons and connections to reading and themes.

n/a


6 + 1 Traits of Writing and Being a Writer (grades 4-5): Writers workshop program teaches students the primary traits that good writers use: ideas, organization, voice, word choice, conventions, and presentation. Uses high-quality children’s literature to make connections and provide examples of good writing.

June 2009

Mathematics

Houghton-Mifflin Math (K-5): Standards-based, state-adopted program that presents math to students in a systematic way while also providing support to struggling learners and challenges for advanced students.

n/a

Science

For these curricular areas, our teachers use the backward-design process to create thematic units of study. Each unit is standards-based, and various resources are used to meet our high-achievement expectations. Our science resources include but are not limited to the following:

•ScienceFOSSEducation(K-5):Aresearch-basedsciencecurriculum. Students interact with the content in an inquiry-based FOSS (Full Option Science System) environment while focusing on the state standards.

June 2007

History/social science

History Alive: An interactive resource that allows students to experience the content work collaboratively with each other to master the standards.

n/a

Spanish¡Viva el español! and Realidades programs: These programs teach Spanish vocabulary, sentence building, and conversational skills. Connections are made to grade-level themes

n/a

Physical education

Centered on state standards for physical education. Focuses on coordination, balance, and movement. Connections are made to grade-level themes.

n/a

Art

Westlake’s art program is directed, guided, but not limited to the California standards. Students will become versed in the elements of art and become familiar with the artwork of famous artists. Connections are made to grade-level themes.

n/a



• Systems: Gassystemsandpipes, sewer, mechanical systems (heating, ventilation and air-conditioning)

• Interior: Interior surfaces (floors, ceilings, walls and window casings)

• Cleanliness: Pest and vermin control, overall cleanliness (school grounds, buildings, rooms and common areas)

• Electrical: Electrical systems (interior and exterior)

• Restrooms/fountains: Restrooms, sinks/drinking fountains (interior and exterior)

• Safety: Fire-safety equipment, emergency systems, hazardous materials (interior and exterior)

• Structural: Structural damage, roofs

• External: Windows, doors, gates, fences, playgrounds, school grounds

School Facility Items Inspected The tables show the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected.

School SafetyEach year before school starts, the teachers and staff come together for two full days of “all staff” training. In addition to routine training, the staff and teachers go through fire-drill training, lockdown training, and signs and symptoms of anaphylactic shock and epinephrine auto-injector (e.g., EpiPen) training. All Westlake staff and teachers are CPR certified each year. We perform fire drills each month and lockdown drills every three months. The school works with the district and local authorities to ensure our safety plan is current and accurate.

The school safety plan was last reviewed and discussed with the school faculty in August 2014.

Professional DevelopmentWestlake Charter School has early dis-missal every Wednesday so that teachers are able to participate in professional-development trainings, workshops, and vertical and horizontal grade-level collabo-ration time. We have contracted profes-sionals for training on differentiation in the classroom, responsive classroom tech-niques, and teachers have also attended conferences on Professional Learning Communities and using technology in the classroom to enhance instruction. Teach-ers are supported during implementation through peer coaching, teacher-principal meetings, and student-data reporting us-ing the Northwest Evaluation Association.

For the past three school years, we have dedicated several days each year to staff development.

Professional Development Days

2012-13 12 days

2013-14 12 days

2014-15 12 days

2014-15 School Year

2014-15 School Year

Deficiencies and Repairs

Items Inspected Deficiencies, Action Taken or Planned, and Date of Action

Systems No deficiencies reported during the most recent inspection.

Interior No deficiencies reported during the most recent inspection.

Cleanliness No deficiencies reported during the most recent inspection.

Electrical No deficiencies reported during the most recent inspection.

Restrooms/fountains No deficiencies reported during the most recent inspection.

Safety No deficiencies reported during the most recent inspection.

Structural No deficiencies reported during the most recent inspection.

External No deficiencies reported during the most recent inspection.

School Facility Good Repair Status This inspection determines the school facility’s good repair status using ratings of good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or poor.

Deficiencies and RepairsThe table lists the repairs required for all deficiencies found during the site inspection. Regardless of each item’s repair status, all deficiencies are listed.

School Facility Good Repair Status

Items Inspected Repair Status Items Inspected Repair Status

Systems Good Restrooms/fountains Good

Interior Good Safety Good

Cleanliness Good Structural Good

Electrical Good External Good

Overall summary of facility conditions Good

Date of the most recent school site inspection June 2014

Date of the most recent completion of the inspection form* n/a

*NUSD completes the inspection form as the charter school resides in their facilities.



²Not applicable.

Three-Year Data Comparison

Three-Year Data ComparisonTeacher Misassignments and Vacant Teacher Positions


Teachers 12-13 13-14 14-15

Teacher misassignments of English learners 0 0 0

Total teacher misassignments 0 0 0

Vacant teacher positions 0 0 0

2013-14 School YearNo Child Left Behind Compliant Teachers

Percent of Classes in Core Academic Subjects

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

Westlake Charter School 100.00% 0.00%

All schools in district 92.68% 7.32%

High-poverty schools in district 92.66% 7.34%

Low-poverty schools in district 92.73% 7.27%

Teacher QualificationsThis table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov.

Teacher Misassignments and Vacant Teacher PositionsThis table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note total teacher misassignments includes the number of teacher misassignments of English learners.

Core Academic Classes Taught by Highly Qualified TeachersThe No Child Left Behind Act (NCLB) extended ESEA to require that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the 2013-14 school year.

High-poverty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.

Academic Counselors and School Support Staff Data

2013-14 School Year

Academic Counselors

FTE of academic counselors 0.00

Ratio of students per academic counselor ²

Support Staff FTE

Social/behavioral or career development counselors 0.50

Library media teacher (librarian) 0.48

Library media services staff (paraprofessional)

0.25 NUSD

Psychologist 0.50

Social worker 0.00

Nurse 0.10 contract

Speech/language/hearing specialist

0.50 contract

Resource specialist (nonteaching) 1.50

Other FTE

Operations manager 0.75

Accounting specialist 0.75

Office support 1.75

Custodial 2.00

Instructional aide 9.19

Academic Counselors and School Support StaffThis table displays information about aca-demic counselors and support staff at the school and their full-time equivalent (FTE).

Teacher Credential Information

Natomas USD Westlake Charter School

Teachers 14-15 12-13 13-14 14-15

With full credential 457 36 35 36

Without full credential 0 0 0 0

Teaching outside subject area of competence 0 0 0 0

Data for this year’s SARC was provided by the California Department of Education (CDE), school, and district offices. For additional information on California schools and districts, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners. For further information regarding the data elements and terms used in the SARC see the Academic Performance Index Reports Information Guide located on the CDE API Web page at www.cde.ca.gov/ta/ac/ap. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year.

All data accurate as of December 2014.

School Accountability Report Card

PubliShed by:

www.sia-us.com | 800.487.9234



School Financial Data

2012-13 Fiscal Year

Total expenditures per pupil $12,134

Expenditures per pupil from restricted sources $2,199

Expenditures per pupil from unrestricted sources $9,935

Annual average teacher salary $54,512

School Financial DataThe following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources.

Expenditures Per PupilSupplemental/restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not consid-ered restricted. Basic/unrestricted expen-ditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

2012-13 Fiscal YearDistrict Salary Data

Natomas USD Similar Sized District

Beginning teacher salary $31,308 $41,243

Midrange teacher salary $56,088 $64,893

Highest teacher salary $81,252 $83,507

Average elementary school principal salary $94,872 $103,404

Average middle school principal salary $103,203 $109,964

Average high school principal salary $104,138 $120,078

Superintendent salary $176,176 $183,557

Teacher salaries — percent of budget 41% 40%

Administrative salaries — percent of budget 6% 6%

2012-13 Fiscal YearFinancial Data Comparison

Expenditures Per Pupil From

Unrestricted Sources

Annual Average Teacher

Salary

Westlake Charter School $9,935 $54,512

Natomas USD $5,645 $65,334

California $4,690 $67,762

School and district — percent difference +76.0% -16.6%

School and California — percent difference +111.8% -19.6%

Financial Data The financial data displayed in this SARC is from the 2012-13 fiscal year. The most current fiscal infor-mation available provided by the state is always two years behind the current school year, and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at www.cde.ca.gov/ds/fd/ec. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at www.cde.ca.gov/ds/fd/cs. To look up expenditures and salaries for a specific school district, see the Ed-Data website at www.ed-data.org.

District Financial DataThis table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note the district salary data does not include benefits.

Financial Data ComparisonThis table displays the school’s per-pupil expenditures from unrestricted sources and the school’s aver-age teacher salary and compares it to the district and state data.

Types of Services FundedOur charter school was provided funding through a categorical block program in February 2013 that we dedicated to instructional programs and supports. As an example, we utilize these funds toadministerourGiftedandTalentedEducation cluster program, provide curricular intervention support, and provide assessment materials.

English, mathematics and physical education are the only subject areas included in Other Pupil Outcomes (Priority 8) that are reflected in the SARC. 1

School safety plan is the only other local measure of School Climate (Priority 6) that is reflected in the SARC.2

Local Control Accountability Plan (LCAP) Requirements Aligned in Your SARCThe tables below outline the state priority areas that are included in the School Accountability Report Card.

Alignment Between State Priority Areas and the SARCLocal Control Accountability Plan Requirements

Conditions of Learning

State Priority: Basic

Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching. Education Code (EC) § 52060 (d)(1)

Pupils have access to standards-aligned instructional materials. EC § 52060 (d)(1)

School facilities are maintained in good repair. EC § 52060 (d)(1)

Conditions of LearningThe table below describes information in the SARC that is relevant to the Basic State Priority (Priority 1).


Pupil Outcomes

State Priority: Pupil Achievements

Statewide assessments (e.g., California Assessment of Student Performance and Progress). EC § 52060 (d)(4)(A)

The Academic Performance Index. EC § 52060 (d)(4)(B)

The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. EC § 52060 (d)(4)(C)

State Priority: Other Pupil Outcomes

Pupil outcomes in subject areas such as English, mathematics, social sciences, science, visual and performing arts, health, physical education, career technical education, and other studies prescribed by the governing board.1 EC § 52060 (d)(8)

Pupil OutcomesThe table below describes information in the SARC that is relevant to Pupil Achievement State Priority (Priority 4) and Other Pupil Outcomes State Priority (Priority 8).


Engagement

State Priority: Parent Involvement

Efforts the school district makes to seek parent input in making decisions for the school district and each school site. EC § 52060 (d)(3)

State Priority: Pupil Engagement

High school dropout rates. EC § 52060 (d)(5)(D)

High school graduation rates. EC § 52060 (d)(5)(E)

State Priority: School Climate

Pupil suspension rates. EC § 52060 (d)(6)(A)

Pupil expulsion rates. EC § 52060 (d)(6)(B)

Other local measures including surveys of students, parents, and teachers on the sense of safety and school connectedness.2 EC § 52060 (d)(6)(C)

EngagementThe table below describes information in the SARC that is relevant to the Parental Involvement State Priority (Priority 3), Pupil Engagement State Priority (Priority 5) and School Climate State Priority (Priority 6).

Note: State Priority 2 and 7 are not required in the SARC, as well as certain portions of Priority 4 and 5. For detailed information about LCAP and frequently asked questions, please visit http://www.cde.ca.gov/fg/aa/lc/lcfffaq.asp.

k-5 program

Documents